The focus of this paper is on the need to bridge the gap between senior high school and college English. It covers the current ranking structure of senior high schools, current EFL/ESL teaching and materials, current methods of teaching English, the deterioration in students’ English ability, and the justification of the need to promote early exposure to long novels and extensive reading. Much research has been done on the use of literature in language teaching and learning in teaching English in colleges. However, one may wonder how our college students are doing with their English learning after they have so habitually and formularizingly adapted to cope with all sorts of exams and cram schools in their junior and senior high coaching. An examination of the use of English children’s literature in English language teaching at the college level to boost students’ interest in reading English is needed. Methods used in this study include Data-Driven Learning, Corpus Studies, and Computer-Assisted Language Learning. The emphasis is on the integration of the use of online collaborative activities and CALL programs based on an unabridged novel. The computer is discussed as a medium through which human behavior is also observed. The ideas underlying data-driven learning as well as concordancing are firmly rooted in language learning paradigms. Two corpora based on 1) English children’s books and 2) classroom English textbooks have been compiled for this study. The frequency list of the corpus made using WordSmith is used as a reference.